What is Education?
Education is a gradual learning process of directing an individual’s powers through integrating all ideas, feelings and emotions with a purpose of attaining intellectual capital. Education integrates all humans’ moral resources in stimulus aspect which makes a person act as a sovereign member of the society (Dewey 43).
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A General Feel of What School Entails
School is a social institution that functions to concentrate the education process in the most effective way to enhance proper community life. Therefore, a school must readily help its learners achieve the learning objectives. A school setting should provide psychological necessities that are aimed at deepening and extending the learner’s perception of the social values. In another view, a school is supposed to integrate all the positive community values by providing moral support to the learning child. Teachers who spearhead the education process should impose good habits to influence the discipline of the learners. By so doing, a school sets the standards of grading the child, thereby determining the promotion of the child to the fitness in the social life.
The social life of a child is gauged according to the level of concentration and its correlation with the child’s growth. Education process should not violate the child’s development process (Dewey 99). Therefore, it should unify all other disciplines associated with education. A school setting should include a curriculum that identifies the unconscious aspects of all the subject matters. In this context, education is a reflexive expression that must follow the procedures set.
As a study program, education should be a part of all human activities, and the enacted curriculum should unify its social aspects. In addition, social heritage enables the child to perform the fundamental heritage, which is an important tool in realizing civilization (Dewey 167). Education curriculum should treat all areas equally. This aspect prohibits the introduction of relaxation and relief as a mode of additional accomplishments. Moreover, primary education is determined highly by the child’s powers and consciousness attained in the learning process.
In teaching science, the greatest drawback is the presentation of the learning materials in an objective format. This analogy creates high value for science, since it gives experiences in the interpretation and control aspects. On the other hand, literature and related language studies are less valued. This analogy erodes the child’s social element. Language should not only be viewed as a media for communication, but also as an important social development instrument. Therefore, an education system should equally present all the life parameters within the curriculum in the format of non-succession studies. The main aim of the education system would be to enhance the standards of the child’s future characters and growth.
The method of delivering the education process should consider the powers and interests of the child’s development. In this quest, the consciousness of the learner during the learning process should guide the teachers in assessing the progress of the child’s development. Therefore, all such learning materials as symbols and images must be included. While accorded the proper arrangement, these materials assist the students to focus on the subject matter. An intellectual adult is made from these and other education strategies. Teachers should be observant of the child’s interests in order to nurture their talents as they grow (Cambourne 784).
School and Social Progress
Education is a paramount method that controls the progress of the child in a social way. In such a case, education should regulate all the processes of adjusting individual’s social consciousness as it regards some of the social reconstruction. In managing the educational progress, individualistic, and socialistic ideals are enacted as the guidelines. In addition, the entire community should play a role in ensuring the education progress (Cambourne 785). The various stakeholders should provide sufficient materials necessary for the learning task especially in all the disciplines included in the curriculum. Another scholar known as Piaget suggested that youngsters are conceived with an fundamental mental capacity (hereditarily and advanced) on which every learning process results to a more effective than previously adopted in the child’s learning progress.
Comparison of the Views Presented in this Article to those of John Dwey
In this analysis of education process, a child is taken as the most important entity as far as intellectual and knowledge achievements are concerned. However, John Dwey recognizes parameters such as teachers, the learning child, education and curriculum as the key elements that contribute to the upbringing of intellectuals in the society. In my opinion, the method of delivering the education process gives priority to proper organization of the materials that are necessary in nurturing the child’s learning process and future developments. However, John Dwey views the method as a wholesome process that entails the coming together of all stakeholders who play the necessary part in order to achieve the objectives. I agree with the ideas on the social roles that education plays. In addition, it is also true that education entails giving priority to the child’s development factors in an equal perspective as Dewey argues.
Other Scholar’s Views
John Dewey views education as a learning tool that should be monitored at every stage of a child development (Dewey 56). In another analysis, Gardner recommended that there should be eight intelligences which are conceivable. He also suggested an existence of a ninth known as “existentialist insight”. In another approach, Gardner views education as specific end-goal to catch the full scope of capacities and gifts that individuals have. Gardner recommends that individuals who do not have learning limit are prone to learning problems. However, these individuals have a wide range of intelligences including musical, interpersonal, spatial-visual and phonetic intelligences.
Cambourne, Brian. “Conditions for literacy learning: Why do some students fail to learn to read?” The Reading Teacher 13.45 (2001): 784-786. Web.
Dewey, John. Experience and Education. New York: Macmillan, 2008. Print.
Dewey, John. My Pedagogic Creed. Chicago: A. Flanagan, 2010. Print.
Dewey, John. The School and Society. Chicago, Ill.: University of Chicago, 2006. Print.
Piaget, Jean. The Moral Judgement of the Child. Glencoe: Free, 2008. Print.